Mrs Hilary Wason

About

I lead the development, delivery and evaluation of the Kingston's CPD programme, embedding scholarship and best practice in learning and teaching in order to support staff development and student outcomes across the institution. This includes our annual Festival of Learning, Festival of Learning Bite Size, symposiums and collaborations with external partners. I am a University Teaching Fellow and National Teaching Fellow, lead Kingston's Learning and Teaching Fellow Scheme and the support for the University's nominations for the NTF and am a reviewer for Advance HE's National Teaching Fellowship Scheme.  I mentor and support course teams on the Kingston Course Enhancement programme through collegiate and collaborative working with stakeholders and the sector.

My research interests are in transformative learning, continuous professional development in Higher Education and pedagogies to support staff to embed critical thinking in their teaching and to make these skills more accessible and inclusive in the curriculum and teaching practices. I was co-investigator for the HEFCE funded Catalyst A project: Meeting Employer Needs for Higher Order Thinking Skills and strategically lead critical thinking skills development and enhancement across the curriculum at Kingston and other institutions nationally and internationally through staff development programmes. I bridge the gap between pedagogical research and practice through the leadership of a cross institutional critial thinking community of practice called CritTALK. This is made up of staff and students from within and outside Kingston who share and evaluate their critical thinking teaching practices, embedding pedagogical scholarship. I am currently writing my EdDoc thesis titled 'Educators Experiences of teaching critical thinking in Higher Education' and I have spoken at a range of national and international conferences about this topic. I am an active participant in the international Foundation for Critical Thinking Community and work with the New Jersey Institute of Technology to support embedding critical thinking in their business and management programmes.

Academic responsibilities

Senior Lecturer in Learning and Teaching

Qualifications

  • Bacher of Laws
  • Chartered Institution of Marketing Diploma
  • Working towards an Educational Doctorate

Teaching and learning

I am a Senior Fellow of the AdvanceHE, a University Teaching Fellow, a National Teaching Fellow and a reviewer for Advance HE's prestigious National Teaching Fellowship Scheme. I have set up a community of practice of Kingston Learning and Teaching Fellows and National Teaching Fellows who meet regularly to share teaching and pedagogical research ideas and to discuss and develop indicators of esteem. I am a member of the National Association of National Teaching Fellows and contribute regularly to their symposiums and blogs. I am an active participant in the Staff Educational Development Association and achieved runner up in SEDA's Educational Development Initiative of the Year in 2018 for the CritTALK Community of Practice which I set up (Embedding critical thinking in curricula using a collaborative learning, teaching and assessment approach). I have recently obtained a research grant from SEDA to develop and evaluate a dialogic pedagogy to support critical thinking teaching.

I have initiated and developed an international collaboration with the New Jersey Institute of Technology (NJIT) since 2016* and have worked closely with their Associate Dean, Dr. Melodi Guilbault and the Dean of NJIT, Professor Oya Tukel to embed critical thinking across their school's business programmes. This collaboration started with joint presentations about critical thinking development at the Annual World Business Conference of the International Management Development Association in 2016. In 2017 I visited the Martin Tuchman School of Management to present the critical thinking skills toolkit to colleagues and to teach critical thinking to their business students. Following this Dr. Guilbault came to Kingston University in summer 2018 to share NJIT's active learning teaching ideas which were then implemented in our CPD programmes, and academic registry training. In 2018, Dr. Guilbault and I presented a paper 'Developing critical thinking skills in the UK and the US: what can we learn from each other', sharing the result of a critical thinking diagnostic we had implemented in our respective institutions. I successful mentored Dr. Guilbault to achieve a Teaching in Excellence Award at NJIT drawing on our collaborative work about critical thinking teaching and  my experience with the KAPS scheme, Kingston Learning Teaching Fellow Award and the National Teaching Fellow Award. Finally, I was invited by the Dean of NJIT for a curriculum development visit in September 2020 which was postponed due to COVID but is planned for next academic year.

I mentor candidates on the Introduction to Learning and Teaching programmes and in my own time mentor students with their critical thinking development involving them in projects to further their own CV's. Specifically, this has involved mentoring a final year business student to jointly submit a paper at the Researching, Advancing, Inspiring Student Engagement. I am currently mentoring two final year business students and have involved them in my CritTALK critical thinking community of practice and have put them in touch with Sage publishing to provide an endorsement for the new Chatfield Book ' How to Think'. These students are also joint reserach collaborators in the SEDA research project detailed above.

* Conference paper details can be found in my research profile

Qualifications and expertise

  • Transformative Learning
  • Critical Thinking Teaching
  • Curriculum Development

Undergraduate courses taught

Postgraduate courses taught

Case studies

Wason, Hilary, Lindsay, Jane [Collaborator] and Arrigoni, Francesca [Collaborator] (2021) Developing teaching quality and accessibility of critical thinking in the curriculum using the Critical Thinking Skills Toolkits (CTST). Internal Kingston University Report, unpublished.

This case study discusses my leadership of an innovative curriculum approach to improve the quality and accessibility of critical thinking teaching in disciplinary curricula. I have collaboratively designed ten research informed Critical Thinking Skills Toolkits (Wason, 2016). which have impacted on over 3000 students and 200 staff at Kingston University and across the sector. These toolkits were originated during my faculty teaching role in 2016, and further developed through my work as co-investigator on the OFS project ‘Meeting Employer Demands for Higher Order Thinking Skills’. These transferrable toolkits are shared across the sector under Creative Commons Licence. The University of Bedfordshire uses the toolkits as part of a guided learning package to support 600 students from a variety of academic backgrounds. I have worked with Roehampton University to adapt the toolkit for their new nursing curriculum. Advance HE/QAA have incorporated the toolkits within their Guidelines for Education for Sustainable Development. I have supported the New Jersey Institute of Technology to embed the toolkit across their freshman business programmes for 500 students. This case study contributes to TEF metrics on teaching quality, the learning environment and graduate outcomes as well as the value employers place on graduates who think critically.

This list was generated on Sun Sep 19 07:03:59 2021 BST.

Research

My research interests are in workplace learning, teaching critical thinking, inclusivity, dialogic pedagogy, curriculum design and active learning. I am currently undertaking a mixed methods study as part of my Educational Doctorate looking at staff experiences of learning to teach critical thinking within their disciplinary curicula. I was the co-investigator for  the OfS Innovations in Learning and Teaching Project 'Meeting Employer Demands for Higher Order Thinking Skills' in 2017. I have established and lead an international community of practice which is currently looking at how to use dialogic teaching to enhance critical thinking and am the lead investigator for a SEDA collaborative project about 'Developing and Evaluating a dialogic pedagogy to support critical thinking' with the University of Surrey. I am part of a research team investigating students' teaching and learning epxeriences to inform the design and delivery of staff development programmes and a member of the HERE and KERN research group at Kingston University.

Qualifications and expertise

  • Mixed methods research
  • Appreciative inquiry
  • Phenomenology

Areas of specialism

  • Critical thinking
  • Dialogic Teaching
  • Workplace learning

Scholarly affiliations

  • Society of Research in Higher Education
  • Staff Educational Development Association
  • British Educational Research Association

Case studies

Wason, Hilary, Lindsay, Jane [Collaborator] and Arrigoni, Francesca [Collaborator] (2021) Developing teaching quality and accessibility of critical thinking in the curriculum using the Critical Thinking Skills Toolkits (CTST). Internal Kingston University Report, unpublished.

This case study discusses my leadership of an innovative curriculum approach to improve the quality and accessibility of critical thinking teaching in disciplinary curricula. I have collaboratively designed ten research informed Critical Thinking Skills Toolkits (Wason, 2016). which have impacted on over 3000 students and 200 staff at Kingston University and across the sector. These toolkits were originated during my faculty teaching role in 2016, and further developed through my work as co-investigator on the OFS project ‘Meeting Employer Demands for Higher Order Thinking Skills’. These transferrable toolkits are shared across the sector under Creative Commons Licence. The University of Bedfordshire uses the toolkits as part of a guided learning package to support 600 students from a variety of academic backgrounds. I have worked with Roehampton University to adapt the toolkit for their new nursing curriculum. Advance HE/QAA have incorporated the toolkits within their Guidelines for Education for Sustainable Development. I have supported the New Jersey Institute of Technology to embed the toolkit across their freshman business programmes for 500 students. This case study contributes to TEF metrics on teaching quality, the learning environment and graduate outcomes as well as the value employers place on graduates who think critically.

This list was generated on Sun Sep 19 07:03:58 2021 BST.

Publications

Number of items: 27.

Article

Anderson, Deborah, Wason, Hilary and Southall, Jane (2016) Supporting business students' transition into higher education : the case of marketing downloads. Teaching in Higher Education, 21(8), pp. 978-989. ISSN (print) 1356-2517

Wason, Hilary and Southall, Jane (2016) Using innovative assessment to enhance student engagement and develop critical thinking skills : the case of The Big Debate. Student Engagement in Higher Education Journal, 1(1), ISSN (online) 2399-1836

Southall, Jane and Wason, Hilary (2016) Evaluating the use of synoptic assessment to engage and develop lower level Higher Education students within a Further Education setting. Practitioner Research in Higher Education, 10(1), pp. 192-202. ISSN (online) 1755-1382

Southall, J., Wason, H. and Avery, B. (2016) The transition to Higher Education for non-traditional, commuter students - a synthesis of recent literature to enhance understanding of their needs. Student Engagement and Experience Journal, 5(1), ISSN (online) 2047-9476

Wason, Hilary and Charlton, Nathalie (2015) How positioning strategies affect co-branding outcomes. Cogent Business & Management, 2, p. 1092192. ISSN (online) 2331-1975

Conference or Workshop Item

Arrigoni, Francesca, Micallef, Ricarda and Wason, Hilary (2019) Embedding critical thinking skills in the scientific curricula : how good are we? In: Horizons in STEM Higher Education Conference : Making Connections and Sharing Pedagogy; 03 -04 Jul 2019, Kingston upon Thames, U.K.. (Unpublished)

Wason, Hilary and Guilbault, Melodi (2018) Developing critical thinking skills in the UK and the US : what can we learn from each other? In: Advance HE Teaching & Learning Conference 2018 : Teaching in the Spotlight : Learning from Global Communities; 03-05 Jul 2018, Birmingham, U.K.. (Unpublished)

Wason, Hilary, Whiting, Cheryl and Arrigoni, Francesca (2018) A tale of three faculties : addressing student's barriers to critical thinking using a collaborative learning and teaching approach. In: Learning, Teaching & Student Experience (LTSE) 2018; 24-25 Apr 2018, Glasgow, U.K.. (Unpublished)

Wason, Hilary, Whiting, Cheryl and Clarke, Colin (2017) Critical thinking study skills. In: St George's, University of London's Education Day 2017 : Transformation; 15 Nov 2017, London, U.K..

Wason, Hilary, Whiting, Cheryl and Arrigoni, Fran (2017) How do we transform our students critical thinking abilities? In: St George's, University of London's Education Day 2017 : Transformation; 15 Nov 2017, London, U.K..

Wason, Hilary, Whiting, Cheryl and Arrigoni, Fran (2017) Transforming our teaching : using the Critical Thinking Skills Toolkit. In: St George's, University of London's Education Day 2017 : Transformation; 15 Nov 2017, London, U.K..

Eales-Reynolds, Lesley-Jane, Wilks, Clarissa, Anderson, Deborah and Wason, Hilary (2017) Developing an innovative approach to teaching and assessing critical thinking skills through the use of an online tool and a skills based pedagogy. In: HEA Annual Conference 2017 - Generation TEF : Teaching in the spotlight; 04 - 06 Jul 2017, Manchester, U.K.. (Unpublished)

Avery, Barry, Russell, Daniel and Wason, Hilary (2016) Commuting, working, attending and performing: the changing route to academic attainment and progression during the first year. In: Society for Research into Higher Education (SRHE) Annual Research Conference 2016: Exploring Freedom and Control in Global Higher Education; 07-09 Dec 2016, Newport, U.K.. (Unpublished)

Southall, Jane and Wason, Hilary (2016) From “scholarly gypsies” to tribesmen of academia: developing the potential of sessional lecturers within Higher Education. In: Society for Research into Higher Education (SRHE) Annual Research Conference 2016: Exploring Freedom and Control in Global Higher Education; 07-09 Dec 2016, Newport, U.K.. (Unpublished)

Anderson, Deborah, Avery, Barry, Lees, Rebecca, Russell, Dan, Southall, Jane and Wason, Hilary (2016) Meeting the challenge of Business School accreditation with pedagogic research. In: Society for Research into Higher Education (SRHE) Annual Research Conference 2016: Exploring Freedom and Control in Global Higher Education; 07-09 Dec 2016, Newport, U.K.. (Unpublished)

Wason, Hilary, Southall, Jane and Anderson, Deborah (2016) Moving from confidence to competence in critical thinking skills. In: Society for Research into Higher Education (SRHE) Annual Research Conference 2016: Exploring Freedom and Control in Global Higher Education; 07-09 Dec 2016, Newport, U.K.. (Unpublished)

Southall, Jane and Wason, Hilary (2016) Realising the potential of sessional staff as educational scholars. In: Enhancing Student Learning Through Innovative Scholarship 2016: How Teaching Focused Academics are Driving Teaching Excellence; 28-29 Jun 2016, London, U.K.. (Unpublished)

Southall, Jane and Wason, Hilary (2016) Using literature to contextualize and build engagement with current management thinking at undergraduate level: ReadRight and The Critique. In: 25th Annual World Business Congress of the International Management Development Association (IMDA) : Globalization: Developments, Opportunities and Challenges; 15-19 Jun 2016, Kingston Upon Thames, U.K.. (Unpublished)

Wason, Hilary, Anderson, Deborah and Southall, Jane (2016) Creating engagement whilst building academic self-efficacy using “The Skills Toolkit”. In: 5th Learning, Teaching and Student Experience (LTSE) Conference 2016; 26-27 Apr 2016, Birmingham, U.K.. (Unpublished)

Wason, Hilary (2015) Marketing downloads: a student led teaching innovation. In: Researching, Advancing & Inspiring Student Engagement (RAISE) Conference 2015: Student Engagement: Inspiring Innovation; 10-11 Sep 2015, Nottingham, U.K.. (Unpublished)

Russell, Daniel J., Avery, Barry, Southall, Jane and Wason, Hilary (2015) Addressing transition to university by using collaboration in assessment. In: Society for Research into Higher Education (SRHE) Annual Research Conference 2015; 9-11 Dec 2015, Newport, U.K.. (In Press)

Anderson, Deborah, Lees, Rebecca and Wason, Hilary (2015) "Tagging" the literature with the Thematic Analysis Grid: a tool to facilitate collaborative research. In: Society for Research into Higher Education (SRHE) Annual Research Conference 2015; 9-11 Dec 2015, Newport, U.K.. (In Press)

Anderson, Deborah, Wason, Hilary and Charlton, Nathalie (2015) Employer insights: instigating student-led career guidance. In: 4th Learning, Teaching and Student Experience (LTSE) Conference 2015; 28-29 Apr 2015, York, U.K.. (Unpublished)

Wason, Hilary and Charlton, Nathalie (2015) Marketing downloads: a comparison of two assessment methods. In: Festival of Learning 2015; 12-16 Jan 2015, Kingston Upon Thames, U.K.. (Unpublished)

Wason, Hilary, Charlton, Nathalie and Anderson, Deborah (2015) Marketing downloads: a student-centred learning and assessment innovation. In: 5th Assessment in Higher Education Conference (AHEC); 24-25 Jun 2015, Birmingham, U.K.. (Unpublished)

Wason, Hilary, Lees, Rebecca and Anderson, Deborah (2015) Mind the gap : developing self-efficacy amongst 1st year students during transition to higher education (work in progress). In: 3rd International Conference on Contemporary Marketing Issues (ICCMI) 2015; 30 Jun - 02 Jul 2015, Kingston upon Thames, U.K..

Wason, Hilary, Charlton, Nathalie and Lees, Rebecca (2015) Mind the gap: developing student confidence during transition. In: 14th European Conference on Research Methodology (ECRM) for Business and Management Studies; 11-12 Jun 2015, Valletta, Malta. ISSN (print) 2049-0968 ISBN 9781910810118

This list was generated on Sun Sep 19 06:50:31 2021 BST.

Leadership and management

I strategically lead critical thinking skills development across the institution and have initiated and developed CriTALK an international community of practice which shares best practice about critical thinking. This academic year, the community of focussing on evaluating how dialogic teaching can support critical thinking through my role as principal investigator on the SEDA small grant. I am also a member of the Ku22 strategic plan restart group looking at enhancing graduate outcomes through the development of a strategy to embed employability in the curriculum.

Case studies

Wason, Hilary, Lindsay, Jane [Collaborator] and Arrigoni, Francesca [Collaborator] (2021) Developing teaching quality and accessibility of critical thinking in the curriculum using the Critical Thinking Skills Toolkits (CTST). Internal Kingston University Report, unpublished.

This case study discusses my leadership of an innovative curriculum approach to improve the quality and accessibility of critical thinking teaching in disciplinary curricula. I have collaboratively designed ten research informed Critical Thinking Skills Toolkits (Wason, 2016). which have impacted on over 3000 students and 200 staff at Kingston University and across the sector. These toolkits were originated during my faculty teaching role in 2016, and further developed through my work as co-investigator on the OFS project ‘Meeting Employer Demands for Higher Order Thinking Skills’. These transferrable toolkits are shared across the sector under Creative Commons Licence. The University of Bedfordshire uses the toolkits as part of a guided learning package to support 600 students from a variety of academic backgrounds. I have worked with Roehampton University to adapt the toolkit for their new nursing curriculum. Advance HE/QAA have incorporated the toolkits within their Guidelines for Education for Sustainable Development. I have supported the New Jersey Institute of Technology to embed the toolkit across their freshman business programmes for 500 students. This case study contributes to TEF metrics on teaching quality, the learning environment and graduate outcomes as well as the value employers place on graduates who think critically.

This list was generated on Sun Sep 19 07:03:59 2021 BST.